Research Against Homework

Research Against Homework-55
They can discuss their assignments or any problems that they are having with parts of their textbooks, before or after classes.The second benefit is that it can bring families closer together as students may ask their parents or siblings for help on their homework.

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Although many people think of homework as doing more harm than good by causing copious amounts of unnecessary stress to everyone, others believe that it has great advantages for children by encouraging them to think more independently outside the classroom.

The first benefit of homework is that it allows students and teachers to work more closely together.

The key outcomes are interesting, suggesting a number of key factors that are likely to make the greatest impact in classrooms and more widely in the lives of learners. In a key example, he describes a study of five meta-analyses that capture 161 separate studies involving over 100,000 students as having an effect size d= 0.29. This is the best typical effect size across all the studies, suggesting: However, there are other approaches such as the ‘common language effect’ (CLE) that compares effects from different distributions.

My main interest here is to explore what Hattie says about homework. For homework a d= 0.29 effect translates into a 21% chance that homework will make a positive difference.

However, some parents, students and even some teachers feel that after 7-8 hours of lessons in school, it is unfair to expect students to come home and work for another three hours.

The first reason that children should not be given homework is that they need time to relax and take their minds off work.

The pressure of having to complete homework every night is quite daunting for most children and they need time to refresh their minds and bodies.

Secondly, it reduces the amount of time that children could be spending with their families.

Homework that is more open, more complex is more appropriate for able and older students.

Teacher monitoring and involvement is key – so putting students in a position where their learning is too complex, extended or unstructured to be done unsupervised is not healthy.


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